• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3
4. 4
4
5. 5
5
6. 6
6
7. 7
7
8. 8
8
9. 9
9
10. 10
10
11. 11
11
• Level: GCSE
• Subject: Maths
• Word count: 2983

Maths Coursework: investigation into the correlation between IQ and KS2 results

Extracts from this document...

Introduction

Maths Coursework: investigation into the correlation between IQ and KS2 results

Aim:

In this investigation I aim to investigate the correlation between IQ and the result obtained for KS2 result. This investigation will help to prove whether it is intelligence that affects the marks obtained in and examination, or if there is some other factor involved. If a conclusion is made, then education may be able to take a step further into improving the system, and helping children do better in examinations. I intend to work from a hypothesis, and by the end hopefully prove or disprove this hypothesis.

Hypothesis:

The hypothesis that I will be working from will be:

“The higher the IQ level of an individual, the higher mark / level, that individual will get in KS2 examinations.”

Prediction:

To either prove or disprove this hypothesis, I have been given a data set of around 1200 students (1183 to be exact), from Mayfield School. I predict that the higher the IQ, the higher the individual’s score is likely to be, because their intelligence is higher, but that may also depend on another creative or artistic intelligence, for example, so this is

not entirely a firm prediction, but it what I expect to happen.

Plan/Method:

The way I will catty out the investigation will be to sort out the data into year groups, work out their percentages in comparison to the total, and use the figure as a number out of 100.

Middle

5

109

5

35

8

Bolard

Mike

M

4

3

97

3.5

36

8

Atkinson

Pauya

M

4

4

100

4

37

8

House

Laura

F

5

5

104

5

38

8

Jackson

Nichola

F

5

5

114

5

39

8

Norman

Corrine

F

5

5

122

5

40

8

Kelly

Vicky

F

5

5

117

5

41

8

Craft

Toni

F

5

5

107

5

42

8

McMahon

Gaynor

F

5

5

110

5

43

8

Cat

Bev

F

3

4

96

3.5

44

8

Stapeley

Jane

F

5

5

113

5

45

8

Emmans

Jane

F

4

4

100

4

46

8

Dolton

Teyuba

F

3

3

89

3

47

8

Smith

Susan

F

4

4

102

4

48

9

Jones

Brian

M

5

4

103

4.5

49

9

Burgess

John

M

5

4

102

4.5

50

9

Hunt

Gareth

M

4

4

103

4

51

9

Huggard

Malcolm

M

4

4

97

4

52

9

Tootill

William

M

4

4

104

4

53

9

Gregory

Andrew

M

5

5

112

5

54

9

Butt

Michael

M

4

4

100

4

55

9

Slater

Richard

M

4

4

96

4

56

9

Anakin

Pauya

M

4

4

103

4

57

9

Laters

Richard

M

5

5

106

5

58

9

Flow

Louise

F

4

5

107

4.5

59

9

Green

Sahara

F

4

4

100

4

60

9

Sandys

Chaniell

F

4

4

101

4

61

9

Lilly

F

0

0

109

0

62

9

Mosler

Samantha

F

5

5

120

5

63

9

Brown

Verity

F

3

3

88

3

64

9

Barlow

Sandra

F

5

4

103

4.5

65

9

Sandy

Sacha

F

5

113

5

66

9

Bucket

Alice

F

4

4

100

4

67

9

Smith

Anjelina

F

4

4

100

4

68

9

Hardman

Rachael

F

4

4

103

4

69

9

Mohammed

Kiran

F

3

3

74

3

70

10

Bolt

Jim

M

5

5

106

5

71

10

Urfon

Homeed

M

3

3

88

3

72

10

Saj

Shida

M

4

4

92

4

73

10

Conclusion

Conclusion:

In conclusion, I believe that I have proved my hypothesis correct to a certain extent; I have proved that there is a correlation between IQ and KS2 result, and that the higher the IQ is, the chances of getting a higher level increase. Because of the gradient of the line of best fit (the slope being not very steep), IQ needs to increase at least 5 points to move on to the next level, if no other factors play a role in your intelligence.

I decided not to use English in my testing because English results for years 10 and 11 were not provided, and so the averages would not be fair. I believe that I have proved my hypothesis correct, because by analysing each data value before the scatter graphs, I made note of the range in which to look when analysing the scatter graphs, ignoring anomalies. So by using the inter-quartile range and then looking at the scatter graphs, I have come to a definite conclusion that IQ does have an effect on you KS2 result, but it is not wholly responsible for your result because the correlation coefficient was 0.7, and there is the other 0.3, the anomalies which leads me to believe that there are other factors involved in getting you a god grade, although IQ plays a majority role in this. Creativity and Social intelligence are just a few ideas, because IQ is a generalisation of intelligence. So to this extent I have proved the following statement correct:

“The higher the IQ level of an individual, the higher mark / level, that individual will get in KS2 examinations.”

-  -

This student written piece of work is one of many that can be found in our GCSE IQ Correlation section.

Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

Related GCSE IQ Correlation essays

1. Mathematics Statistics Coursework

I will record my data on a spreadsheet which involves using macros and sampling in a stratified way, and a calculator to put my answers into the computer. The only problem I will expect to have is a typing error in my calculator but I will have to be careful

2. GCSE Statistics Coursework

To make the experiment fair I need to: Make the time given for each person to look at the line the same. Make each person the same distance, angle and height away from the line. Keep the line the same length, same thickness, same colour, on the same background and don't make the line too big or small.

1. Mayfield High school

124 Cumulative frequency Class interval Tally Frequency Cumulative Frequency 70 < x ? 80 80 < x ? 90 90 < x ? 100 100 < x ? 110 110 < x ? 120 120 < x ? 130 130 < x ?

2. Guestimate - Data handling coursework

0 0 M 5 2 29 55 0 0 M 7 0 0 60 5 9 M 6 1 14 50 5 9 M 5 2 29 50 5 9 M 9 2 29 50 5 9 M 9 2 29 60 5 9 M 6 1 14 47 8

1. Mayfield Maths Coursework

= 1/4(11+1) =third term=60 Upper quartile range on weight: 3/4(N+1) = 3/4(11+1) =nine term= 89 Lower quartile range on gym hours: 1/4(N+1) 1/4(11+1) =third term=10 Upper quartile range on gym hours: 3/4(N+1) = 3/4(11+1) =nine term=14 We know the average of the correlation and we can now prove that correlation

2. Mathematics coursework

7 5. 17 6. 12 7. 11 8. 4 Proving My Hypothesis. Because everything has been decided I shall now make a scatter graph to prove my hypothesis. I will distinguish whether there is a correlation and then use the Spearman's Rho Theorem to learn the strength of the correlation.

1. An Investigation into Gender-Based Stereotyping Using IQ Estimates

One, that males are more aggressive than females. Although this finding had been challenged, and the definition of aggression itself was questioned, it is fairly common feature that boys will play fight, and as adults are more likely to fight.

2. The 3 statements I am going to investigate are: -Does the gender of the ...

and to give visual evidence of positive or negative correlation between results. I will construct a number of scatter graphs, which will compare the correlation between two variables at a time. I will then be able to put in a line of best fit and add an equation that will link the two variables.

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to